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Keeping it Real: 4 Points to be Flexible in Teaching, Jane Elliot's Famous Experiment

Keeping it Real:  4 Points to be Flexible in Teaching, Jane Elliot's Famous Experiment | Agile Learning | Scoop.it


How to make it clear, satisfying, concrete, and real - including Jane Elliot's Famous Experiment and the impact it still has today in the third point, #3.  It's worth a re-read every so often to remember.
 

1) Make it clear

When I was a journalist, [I used] the inverted pyramid structure....the upper part …. represents the most important facts, ….and the lower part ...represents additional information …in order of diminishing importance. The pyramid [has] three sections: the “lead”, “body”, and “tail."  ...frame your...“lead” around a problem to be solved or an enquiry to be investigated...  [C]oncentrate on writing questions...  [W]rite a “big question” which forms the basis for the lesson. 

       

2) Make it satisfying

       

…Once I’ve opened a gap in my knowledge I must fill it; once a problem has been brought to my attention, I must solve it. This explains why I watched Disaster Movie through to the bitter end. Piquing curiosity … is also key to effective teaching. ….start by highlighting the knowledge they are missing. Another technique is to start a lesson by asking students to make a prediction.

    

3)  Make it concrete   [The Experiment]

        

…ensure your ideas “stick” by making them tangible. ...Take, for example, Jane Elliott’s famous “blue-eyed/brown-eyed” experiment with third grade students the day after Martin Luther King had been assassinated in 1968. 

       

....Most of Elliott’s students were, like her, born and raised in a small town in Iowa, and were not normally exposed to Black people. ....she divided the class into the brown-eyed and the blue-eyed children. She said the blue-eyed children were the superior group, provided brown fabric collars and asked the blue-eyed students to wrap them around the necks of their brown-eyed peers as a method of easily identifying the minority group. She gave the blue-eyed children extra privileges, such as second helpings at lunch, access to the new jungle gym, and five extra minutes at recess.   

    

….eventually those who were deemed “superior” became arrogant, bossy and otherwise unpleasant to their “inferior” classmates. Their grades also improved, doing mathematical and reading tasks that had seemed outside their ability before. The “inferior” classmates also transformed into timid and subservient children who even during recess isolated themselves, including those who had previously been dominant in the class. These children’s academic performance suffered, even with tasks that had been simple before. 

     

Once she had concluded the experiment, she asked the children to reflect by writing down what they had learned and it became clear that her students had come to deeply understand racism because Elliot had made it feel real, she had grounded an abstract concept in sensory reality and thus engaged her students’ emotions.

     

(DN:  See my comment below for a link to the impact of this experiment decades later on the children who were in the original class.)
      

4) Make it real

     

...Metaphor is good at making ideas stick because it brings ideas to life, it draws connections between new knowledge and existing knowledge.  For example, if you are trying to describe how electricity flows through a material, you’ll need to explain the structure of atoms. You might first use a metaphor which describes atoms as “nature’s building blocks” to help your students understand an atom’s function.

     

As always in REVELN ScoopIt news, click on the photo to see the full post.

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Deb Nystrom, REVELN's insight:

The standout here is the controversial and visceral story of Jane Elliot's controversial blue-eye, brown-eyed experiment.  A paper that described the lasting effects of this experience is here, quoting the students in the original classroom some 40+ years later.  So as for concrete (and real) we have Ray Hansen,
     
…now 43 and an attorney in Rochester, Minnesota, says that because of Jane, “I go out of my way to offer a kind word to people of color. I don’t think I would do that if not for Jane. What Jane taught is woven into the fabric of my being. You cannot underestimate the impact that such an experience has had on us.

      

I don’t know how anyone who went through the experience can say that they have not been changed. Jane must get the credit she deserves for making the world a better place, and making us better human beings.”

      
Concrete and real, indeed.  ~  Deb 

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Classic: Nassim N. Taleb and His Rules for Life. Who will break the status quo?

Classic:  Nassim N. Taleb and His Rules for Life.  Who will break the status quo? | Agile Learning | Scoop.it

"The controversial thinker who predicted the 2008 financial crisis hates bankers, academics and journalists. Carole Cadwalladr took the risk of meeting him."
 

"The controversial thinker who predicted the 2008 financial crisis hates bankers, academics and journalists. Carole Cadwalladr took the risk of meeting him."

    

In The Black Swan he argued that modernity is too complex to understand, and "Black Swan" events – hitherto unknown and unpredicted shocks – will always occur.
    
What's more, because of the complexity of the system, if one bank went down, they all would. The book sold 3m copies.  

        

Antifragile, the follow-up, is his most important work so far, he says. It takes the central idea of The Black Swan and expands it to encompass almost every other aspect of life, from the 19th century rise of the nation state to what to eat for breakfast (fresh air, as a general rule).

 I'd been expecting a popular science-style read, a Freakonomics or a Nudge. And then I realised it's actually a philosophical treatise.

     

"Exactly!" says Taleb. Once you get over the idea that you're reading some sort of popular economics book and realise that it's basically Nassim Taleb's Rules for Life, ...it's actually .....something like a chivalric code d'honneur for the 21st century. Modern life is akin to a chronic stress injury, he says. And the way to combat it is to embrace randomness in all its forms: live true to your principles, don't sell your soul and watch out for the carbohydrates.

       

Some of the gems of this journalistic piece:
      
"Experience is devoid of the cherry-picking that we find in studies."
     
 "You have to pull back and let the system destroy itself, and then come back. That's Seneca's recommendation. He's the one who says that the sage should let the republic destroy itself."

Size, in Taleb's view, matters. Bigger means more complex, means more prone to failure. Or, as he puts it, "fragile". It's what made – still makes – the banking system so vulnerable.
    
 In The Black Swan, one of Taleb's great examples of "non-linearity", or Black Swan behaviour, was blockbusters. There's no predicting what will be the next breakout success, or next year's 50 Shades of Grey, but when they take off, they fly off the charts, as The Black Swan did. The book itself was a Black Swan phenomenon. As Taleb is fond of pointing out – and as the small print beneath advertisements for mutual funds states – past performance is no indicator of future growth.

      

When the financial journalist Michael Lewis profiled a collection of individuals who, like Taleb, saw the crash coming and shorted the market, he described them as "social misfits". It takes a certain sort of personality to stand apart from the herd. And Taleb's cantankerousness, his propensity for picking fights, and for taking stands does also seem to be the source of his greatest triumphs. It was horrible, though, he says.
      

"Really horrible. Between 2004 and 2008 were the worst years of my life. Everybody thought I was an idiot. And I knew that. But at the same time I couldn't change my mind to fit in. So you have this dilemma: my behaviour isn't impacted by what people think of me, but I have the pain of it.
     

You must have felt incredibly vindicated?
      

"Vindication doesn't pay back. Nobody likes you because you were right. This is why I'm glad I made the shekels."
     

…Taleb is a fighter. And like the Roman generals, he believes in going into battle, leading from the front.
      

If you're going to make the case for war, you need to have at least one direct descendant who stands to lose his life from the decision.

      

….he gives good lunch. And he does something which no interviewee in the history of interviews has ever done – he pays. Whatever else he does or doesn't do, Nassim Taleb puts his money where his mouth is. He has skin in the game.

Deb Nystrom, REVELN's insight:

I discovered this gem recently.  Carole Cadwalladr does an excellent job of capturing the essence of the irascible Taleb, with a well written touch of poignancy.  I've become a fan of his ideas because of my own beliefs in the power of groups, teams and communities, and because we are due for many more "Black Swan" events due to the fragile nature of connected businesses.   

Technology is both a blessing and not.  I hope  there will be alternative forms of finance that will arise to solve the problems we've experienced since 2008, as well as what will continue to be a jobless recovery.  More about that soon.  ~  Deb 

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A True Learning Culture: Fixing Your Social Learning Network

A True Learning Culture:  Fixing Your Social Learning Network | Agile Learning | Scoop.it

"Employees say they get more out of informal learning, but many social learning programs fail to engage. Here’s what you can do to change that."
 

It’s about setting expectations and enabling success.
 

Social learning  [is] informal learning. ...


These included: job shadowing, peer-to-peer learning, attending cross-departmental meetings and similar self-managed learning opportunities. When surveyed, employees felt that the informal opportunities were just as valuable, if not more, than the formal learning opportunities.

______________
   
All employees need searchable profiles, collaboration tools like...screen share and file sharing, forums for sharing knowledge and ideally, some level of integration between all of these.   
______________
 


Included: 


2. Empower employees to share: Employees are the No. 1 source of knowledge...at any organization. Sett clear expectation that employees should share their knowledge with each other is the first step toward building peer-to-peer learning networks. ...Encourage employees to set up their own training sessions....peer-to-peer or large groups. If employees need to go through human resources or the training department, this can only hold up the process and momentum.
    

3. Provide the tools: All employees need searchable profiles, collaboration tools like video chat, screen share and file sharing, forums for sharing knowledge and ideally, some level of integration between all of these.  [So] many sophisticated organizations still lack some of the most basic collaboration tools.
       

4. Recognize the effort: Recognize, and even reward, those who participate and contribute. 

Related tools & posts by Deb:

          

      

     

  • Are you local to SE Michigan?  Find out more about horse-guided leadership development sessions (no fee demos) for individuals by contacting Deb, after reviewing her coaching page here.

                   

Deb Nystrom, REVELN's insight:

There is still hesitancy in fully embracing informal peer to peer learning in organizations.  The phrase in this piece, "Recognize, and even reward... those who participate" gives a hint of this.  


Letting go of the traditional control mechanisms to reconfigure informal learning, and tie it to learning goals and skills areas, like creativity, innovation and cross boundary sharing could be another start to agile learning.   ~  D

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The Military Case For Sharing Knowledge

The Military Case For Sharing Knowledge | Agile Learning | Scoop.it

When General Stanley McChrystal started fighting al Qaeda in 2003, information and secrets were the lifeblood of his operations. But as the unconventional battle waged on, he began to think that the culture of keeping important information classified was misguided and actually counterproductive. In a short but powerful talk McChrystal makes the case for actively sharing knowledge.


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Via Kenneth Mikkelsen
Deb Nystrom, REVELN's insight:

This piece features an interactive transcript of a talk with this four-star general credited for creating a revolution in warfare that fuses intelligence and operations. ~ D

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Kenneth Mikkelsen's curator insight, July 21, 2014 10:47 AM

This is a strong case for personal knowledge mastery.


Powerful reflections from General McChrystal: 


"What we found is we had to change. We had to change our culture about information. We had to knock down walls. We had to share. We had to change from who needs to know to the fact that who doesn't know, and we need to tell, and tell them as quickly as we can. It was a significant culture shift for an organization that had secrecy in its DNA."


"What we did was we changed the idea of information, instead of knowledge is power, to one where sharing is power. It was the fundamental shift, not new tactics, not new weapons, not new anything else."

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Emerging Technologies News via the Horizon Report, The 2014 Higher Education Edition Video

New Media Consortium (NMC) and EDUCAUSE Learning Initiative (ELI) recently released  the NMC Horizon Report > 2014 Higher Education Edition.  It's part of an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education.

Fast Trends: Driving changes in higher education over the next one to two years

  • Growing Ubiquity of Social Media
  • Integration of Online, Hybrid, and Collaborative Learning

Mid-Range Trends: Driving changes in higher education within three to five years
  • Rise of Data-Driven Learning and Assessment
  • Shift from Students as Consumers to Students as Creators


Long-Range Trends: Driving changes in higher education in five or more years

  • Agile Approaches to Change   There is a growing consensus....that institutional leadership and curricula could benefit from agile startup models. 

  • Evolution of Online Learning Progress in learning analytics, adaptive learning, and a combination of cutting-edge asynchronous and synchronous tools will continue to advance the state of online learning... though many of these are still the subjects of experiments and research.
Deb Nystrom, REVELN's insight:

Trend watching!  This is useful for any type of forecasting for higher education, with implications for anyone involved in learning and technology.  ~  D

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Efficiency in Learning, Clarified with 5 Critiques: What is Flipped Learning?

Efficiency in Learning, Clarified with 5 Critiques: What is Flipped Learning? | Agile Learning | Scoop.it


...the Flipped Learning method has created quite a stir.  Here's are some responses to criticisms, using twitter as a source.


_______________

   

The instructor does not prepare to teach material that the class already understands.

   

_______________

 


Dr. Eric Mazur of Harvard University has been researching this type of learning since the early ’90s, and other educators have been applying pieces of the Flipped Learning method for even longer.

[First, it's important to start with a common] definition of what Flipped Learning is [via] Dr. Mazur’s work including:

  • Students prepare for class by watching video, listening to podcasts, reading articles, or contemplating questions that access their prior knowledge.


  • ...students then are asked to reflect upon what they have learned and organize questions and areas of confusion.


  • Students then log in to a Facebook-like social tool, where they post their questions. 


  • The instructor sorts through these questions ...organizes them, and develops class material and scenarios that address the various areas of confusion. The instructor does not prepare to teach material that the class already understands.
     
  • The instructor uses a Socratic method of teaching, where questions and problems are posed and students work together to answer the questions or solve the problems. The role of the instructor is to listen to conversations and engage with individuals and groups as needed.


_______________

     

[Techniques include]....how to quiz ...and provide them with immediate feedback...within the same video ...[and] …combines video clips with [how to use]  Google Forms to gather feedback...as part of a cycle of inquiry.

   

_______________


Excerpts from the  5 critiques include:


Implementing the Flipped Learning method makes me, as the teacher, much less important. 

This could not be further from the truth! …teachers are more important than ever.
 

Kids do not want to sit at home watching boring video lectures on the Web. …This is just a lot of excitement over bad pedagogy.    We completely agree… …Audio and video should be used in short, five- to 10-minute segments, [with] opportunities for students to interact with the information in these videos in a variety of ways. …For example…Jac De Haan demonstrates …how to quiz students [with YouTube videos] and provide them with immediate feedback and explanation within the same video. Ramsey Musallam …combines video clips with Google Forms to gather feedback from his students. Both of these methods can be used as part of a cycle of inquiry.
 

Other critiques with replies include:

3) No internet access, 4) accountability questions and 5) having the time and expertise to produce the needed videos to teach in this newer way.


Read more here.


Photo source:  Vanguard Visions


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Deb Nystrom, REVELN's insight:

Clarity is often a missing element in adapting and innovating.  This useful piece provides both clarity and examples of innovations to deal with status quo resistance to adaptive change in learning.  ~  D

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Deb Nystrom, REVELN's curator insight, February 26, 2014 2:27 PM

This post covers both a clarification of what Flipped Learning really is, as well as how to respond to common complaints about helping it work.  It demonstrates response to resistance to change in learning quite nicely, including innovative examples of what works.

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The Attack on Higher Ed — and Why We Should Welcome It, MOOC Redux, TED Blog

The Attack on Higher Ed — and Why We Should Welcome It,  MOOC Redux, TED Blog | Agile Learning | Scoop.it

George Siemens taught the first MOOC back in 2008. He shares his take on why they're still valid -- and what might happen next in Higher Ed.


Excerpts:


As the failures and shortcomings of MOOCs were disseminated, schadenfreude mingled with personal beliefs prompted academics to lament completion rates and the failure of online learning while self-validating their own importance.


_________________________
     
Corporate MOOCs will be the big trend of 2014. ...MOOC providers will ...fill in the gap that existing universities do not address. 

         

_________________________

 

...[George Siemens is] struck by the range of errors and misunderstanding within both camps.
 

...MOOCs are here to stay, in some form or other, not least because universities face many structural challenges. 
 

…what learners really need has diversified over the past several decades as the knowledge economy has expanded. Universities have not kept pace with learner needs and MOOCs have caused a much needed stir — a period of reflection and self-assessment. To date, higher education has largely failed to learn the lessons of participatory culture, distributed and fragmented value systems and networked learning. MOOCs have forced a serious assessment of the idea of a university and how education should be related to and supportive of the society in which it exists.
 

So what happens now?
 

Corporate MOOCs will be the big trend of 2014. ...MOOC providers will partner with corporations and fill in the gap that existing universities do not address.

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Via Dr. Susan Bainbridge
Deb Nystrom, REVELN's insight:

Turbulence, escalating costs point the way way to disruptive new forms of learning, highlighting networked learning, open systems and giving systems that have the correct balance of process, involvement and results.  

Flexibility and adapting to change is the essential new competency of the millenium, especially for higher education. ~  Deb

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Richard Platt's curator insight, February 3, 2014 10:14 PM

Universities just got told off

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Knowledge Management Failure Factors

Knowledge Management Failure Factors | Agile Learning | Scoop.it

Alan Frost provides an introduction to his collection of the most widespread failure factors in knowledge management including:

 Causal Failure Factors:

  • Lack of performance indicators and measurable benefits
  • Inadequate management support
  • Improper planning, design, coordination, and evaluation
     

Resultant Failure Factors:

  • Lack of widespread contribution
  • Lack of relevance, quality, and usability
  • Overemphasis on formal learning, systematisation, and determinant needs
  • Improper implementation of technology
  • Improper budgeting and excessive costs
  • Lack of responsibility and ownership
  • Loss of knowledge from staff defection and retirement


The full reference, using the author's 2013 & 2014 research is here. 

Deb Nystrom, REVELN's insight:

This site has many tools to help explore knowledge management as a field.  It's worth a look as well as a few thoughts about how the KM field compares to other approaches including action research and role of experience in scholarship and learning.  ~  D

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Classics ~ Adult Learning Theory & Andragogy Slideshare ~ Malcolm Knowles

Highlights that apply to technology training & learning, as relevant today.


  • Why specifics are being taught  (commands, functions, operations...)

   

  • Learning is task oriented within a context of common, needed tasks, not memorization

    

  • Teaching accounts for the wide range of backgrounds of learnings  (different levels / previous experience of learners)

   

  • Allows for self-direction, discovery - offering guidance through mistakes, offering help in learning if needed
    


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Deb Nystrom, REVELN's insight:

A good visual summary of the classic work of Knowles, useful as a refresher of the basics.  The SlideShare author has also encouraged free sharing of the "Presentation of Andragogy." ~ D

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Ivon Prefontaine's curator insight, January 4, 2014 6:45 PM

All learning should be premised on the learner actively taking a role in their own learning.

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Learning is the Work ~ The Future of Jobs

Learning is the Work ~ The Future of Jobs | Agile Learning | Scoop.it

"...automation is replacing most routine work...[leaving] customized work, which requires initiative, creativity and passion."

Valued work, and the environments in which it takes place, is becoming more complex. Professionals today are doing work that cannot be easily standardized.


______________________________

...the optimal way to do work is to constantly probe the environment and test emergent practices...[which] are dependent on the cooperation of all workers [and]... the free flow of knowledge.

______________________________

 

"In complexity, we can determine the relationship between cause and effect only in retrospect. ...[This] puts into question most of our management frameworks that require detailed analysis before we take action. It also shows that identifying and copying best practices is pretty well useless.


"In complex work environments, the optimal way to do work is to constantly probe the environment and test emergent practices. This requires an engaged and empowered workforce. Emergent practices are dependent on the cooperation of all workers (and management) as well as the free flow of knowledge.

 

"Work in complex situations requires a greater percentage of implicit knowledge,...Research shows that sharing complex knowledge requires strong interpersonal relationships. But discovering innovative ideas usually comes through loose social ties. Organizations need both, and communities of practice can help to connect tight work teams with loose social networks.

    

...this new world of work needs individuals who are adept at sense-making. One framework for this is personal knowledge management."


The most effective learning in the new world of work will be when engaged individuals, working out loud, share their knowledge. Training and education will remain inputs, but minor ones. 


See the other ScoopIt featuring and earlier post from the same author:      Pushing and Pulling Tacit Knowledge


As always in our ScoopIt news, click on the photo, video or title to see the full Scooped post.
 

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Via Jim Lerman, midmarketplace
Deb Nystrom, REVELN's insight:

Harold Jarche make the point of loose -tight structure and customization, dependent on open, sharing environments.  Curation, such as these newsletters on ScoopIt, is a type of personal knowledge management.

Other posts shared in this stream offer the types of open networks and giving, learning, helping environments that can create the needed loose - tight structures for learning.    ~  D

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Laura Rosillo's curator insight, October 13, 2013 8:52 AM

Sobre el futuro del trabajo y la Gestión del Conocimiento: El aprendizaje es el trabajo de Harold Jarche: Muy recomendable su lectura

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20 Questions To Guide Inquiry-Based Learning

20 Questions To Guide Inquiry-Based Learning | Agile Learning | Scoop.it

20 Questions To Guide Inquiry-Based Learning

[Covers the] breakdown of the inquiry process for learning on 21stcenturyhsie.weebly.com (who offer the references that appear below the graphic). Most helpfully, it offers 20 questions that can guide student research at any stage, including:
 

What do I want to know about this topic?
How do I know I know it?
What kinds of resources might help?
How do I know the info is valid?
Does my research raise new questions?
And, in a nod to digital and social media, How do I use media to express my message?
 

...overlaps with ...self-directed learning...

 


Via Stephanie Sandifer
Deb Nystrom, REVELN's insight:

Always useful to find visual learning frameworks that guide inquiry, including self-directed inquiry.    These questions could also be helpful with co-learning, group and individual coaching, and appreciative inquiry. ~  D

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David Hain's curator insight, October 28, 2013 3:13 AM

Good framework for research.

Anthea Willey 's curator insight, October 28, 2013 4:07 AM

Love this simplified diagram when you need to do some indepth research this could help

Linda Alexander's curator insight, October 28, 2013 9:50 AM

For additional information on Inquiry-Based Learning, go directly to this link: http://www.teachthought.com/learning/4-phases-inquiry-based-learning-guide-teachers/

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Advice for Middle-Age Seekers of MOOCs

Advice for Middle-Age Seekers of MOOCs | Agile Learning | Scoop.it
Cathy N. Davidson, a researcher on learning in the digital age, addresses some of the negatives about massive open online courses, though with an eye to their potential.
Deb Nystrom, REVELN's insight:

Here's a sensible and indepth (New York Times) article on using MOOCs as a GenX or Boomer, a part of agile learning 2013.  ~  Deb

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Why "Learning Agility" matters & how to increase it

Why "Learning Agility" matters & how to increase it | Agile Learning | Scoop.it

"What is Learning Agility?  “The ability and willingness to learn from experience, and subsequently apply that learning.”  


Excerpted by a post by Paul Thoresen:

 It is this application of learning which differentiates those who have high potential from those who do not. Using this definition of Learning Agility includes a five factor multi-dimensional construct with several sub-factors (or dimensions). This description of the five main factors is adapted from Korn/Ferry International:

  1. Mental – The ability to think critically and be very comfortable with complexity.
  2. People – A skilled communicator and adept at perspective taking.
  3. Results – Achievement oriented and builder of productive teams.
  4. Change – Comfortable with change and seeks continuous improvement.
  5. Self-Awareness – Knows strengths and weaknesses; actively seeks blind spot information.


Lombardo and Eichinger estimate Learning Agility is high in 10% of the population. .... evidence suggests Learning Agility can be developed. It is not a trait you are stuck with; it can be increased with practice.

Deb Nystrom, REVELN's insight:

Guest blogger Paul also cites 7 learning agility resources for additional depth.  ~  Deb

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Paul Thoresen's comment, August 21, 2013 9:55 AM
Thank you for sharing Deb!
Raquel Oliveira's curator insight, January 4, 10:32 AM

Uma das linhas de pesquisa 2015  #avancee será essa agilidade no processo da aprendizagem. Qual o limite ? Quais as melhores práticas? O que tem sido testado com resultados comprovados?

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The Lean Launch Pad at Stanford – “AARRR,” Customer Relationships

The Lean Launch Pad at Stanford – “AARRR,” Customer Relationships | Agile Learning | Scoop.it

The Stanford Lean LaunchPad class was an experiment in a new model of teaching startup entrepreneurship.

This is a sample of part five.  

Deb Nystrom, REVELN's insight:

Links are included in this sample, 5th in the series, useful to inform anyone interested in the entrepreneurial side of what they do.  ~  D

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Reverse Mentoring: The Big Benefits to Learning From Younger Employees & Colleagues

Reverse Mentoring: The Big Benefits to Learning From Younger Employees & Colleagues | Agile Learning | Scoop.it

If you are trying to move ahead of your competition, try shifting into reverse with your mentoring.


___________________

   

Their insights might even be shocking, and....could lead to powerful breakthroughs.

___________________

   

   

…the next time you hire an intern, make a concerted effort to listen to and learn from them. Yep, learning can be a two-way street even with interns. … Their insights might even be shocking, and if we can keep our egos in check, they could lead to powerful breakthroughs.
     

The music industry is on the leading edge of showing how reverse mentoring and young/old collaborations can not only work but JAM! A past Grammy Awards show was a stellar example. Robert Plant (from Led Zeppelin) and Alison Krauss lead the evening with five awards. We also saw cross-generational performances by Stevie Wonder and The Jonas Brothers, Al Green and Justin Timberlake and Sir Paul McCartney and drummer, Dave Grohl.
    
Consider these success factors to reverse mentoring as well as traditional mentoring relationships:
    
Create and maintain an attitude of openness to the experience.
Dissolve the barriers of status, power and position.
Commit the necessary time.
Have a game plan and goal.
Define rules of engagement.
Actively listen.
Be patient.


 

Deb Nystrom, REVELN's insight:

The music industry example, and keeping our egos in check are great ones for reverse mentoring.  To that I'd add:  

Futurist, Bob Johansen discusses how we, as adults, now learn new skills from our kids, who are digital natives, defined as those under the age of 13.  He and others describe this as “reverse mentoring.”

At conferences, Johansen has shown video clips of pre-language babies finding their way around an iPad, then showing confusion and frustration when they are handed a traditional magazine.   ~  D


[i]

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Beyond the Stilted Webinar: 5 Essential Ingredients For Learning (SPLAT)

Beyond the Stilted Webinar:  5 Essential Ingredients For Learning (SPLAT) | Agile Learning | Scoop.it
I was listening to a fascinating show by Pat Flynn, blogger and podcaster who was interviewing Bryan Kelly from What The Speak on the neuroscience behind great presentations. As I thought about the...

Via Stephanie Sandifer
Deb Nystrom, REVELN's insight:

So many webinars do NOT follow this handy SPLAT acronym.  Q & A, by "raising your hand" is not the same as "talking is learning."  We have a long ways to go to enable full conversation in webinars.  The current stay is still MUCH more lecture based.  ~  Deb

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Stephanie Sandifer's curator insight, July 27, 2014 11:17 AM

I consider myself to be an "experienced" educator -- that means I've spent many years in the classroom and I'm "old."  But I've never stopped trying to learn more and to be reflective about what I am doing so that I can improve how I help students learn.  

The five ingredients listed in this blog post are fairly "spot on" in my opinion and my experience.  I would have enjoyed a post like this when I first started my teaching career.  I'm not sure if I would have fully understood all of this initially -- but it would have made it much easier to learn this in the trenches.  

Share this with all of your teaching colleagues -- "experienced" and "new" to the profession... 

Deb Nystrom, REVELN's curator insight, August 2, 2014 4:01 PM

Getting social with learning, powering up by getting diggity digital with it.   Why not release the power by empowering in the 2014 learning places?   ~  Deb

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New Report: The Internet’s Latest Disruption – Knowledge 2.0

New Report: The Internet’s Latest Disruption – Knowledge 2.0 | Agile Learning | Scoop.it

Know or die: risk and opportunity of Knowledge 2.0

“And the web stormed the enterprise and disrupted roles, tasks and jobs: it cast speed, openness, flexibility and efficiency throughout, sparing no business processes: manufacturing, logistic, accounting, customer relation management, lead generation…”

The digital mutation is also profoundly disrupting how knowledge is acquired, organized and shared. Knowledge is an intangible, yet strategic asset of any enterprise. With businesses becoming more virtual and dematerialized, its value is patently and rapidly growing. 


What do we do? From cognizant to savvy via social curation

The new knowledge sharing paradigm in the enterprise is real-time information, in an open world, with pervasive expertise.
 

...The benefits of a Knowledge Sharing solution

Deploy a consistent solution that involves (most) employees and leverages expertise - this yields lots of tangible benefits:

  • It increases the performance of each individual, by means of personal education; it is the most effective way to develop the enterprise human capital

  • It increases the performance of each group within the enterprise, by means of collaboration; and also through better understanding of each other, by better synchronization of knowledge throughout the enterprise

  • It increases the global business intelligence of the enterprise, by means of better monitoring and better filtering of real-time web content

  • It increases the amount of relevant content available to the enterprise content strategy. Indeed, qualified knowledge is quality content and can be redistributed externally to demonstrate thought leadership, feed a community and an audience. And every enterprise needs lot of it.

    
  • It helps detect, develop and reward internal thought leaders

    
  • It helps nurture brand advocates

    

... it does not cost much resource, since everyone in the enterprise is already an expert who discovers, reads, analyzes, filters lots of content… it is just a matter of adding this effort to capture and share the best of it!

Sharing of third party content in the enterprise:

  • Educates employees for 96%

  • Makes organization more efficient for 87%

  • Helps convince teammates for 69%

  • Helps convince clients for 84%

Deb Nystrom, REVELN's insight:

Is this knowledge management ramped up with curation tools?   Sharing with the Knowledge Management Institute to get their perspective.  ~  Deb

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Why Leadership Development Programs Fail - McKinsey & Co

Why Leadership Development Programs Fail - McKinsey & Co | Agile Learning | Scoop.it

Sidestepping four common mistakes can help companies develop stronger and more capable leaders.


1. Overlooking context   A brilliant leader in one situation does not necessarily perform well in another. ....Too many training initiatives we come across rest on the assumption that one size fits all and that the same group of skills or style of leadership is appropriate regardless of strategy, organizational culture, or CEO mandate.

...Focusing on context inevitably means equipping leaders with a small number of competencies (two to three) that will make a significant difference to performance.   (Bold mine, DN)


2. Decoupling reflection from real work   ...On the one hand, there is value in off-site programs ...offering ...Ftime to step back.... On the other hand...adults typically retain just 10 percent of what they hear in classroom lectures, versus nearly two-thirds when they learn by doing. 

...one large international engineering and construction player built a multiyear leadership program that not only accelerated the personal-development paths of 300 midlevel leaders but also ensured that projects were delivered on time and on budget. Each participant chose a separate project... linked to specified changes in individual behavior...

3. Underestimating mind-sets  ...too often these organizations are reluctant to address the root causes of why leaders act the way they do. 

 

4. Failing to measure results      ....One approach is to assess the extent of behavioral change, perhaps through a 360 degree–feedback exercise at the beginning of a program and followed by another one after 6 to 12 months.   .... monitor the business impact, especially when training is tied to breakthrough projects. 

Related tools & posts by Deb:


      


  • Stay in touch with Best of the Best news, taken from Deb's  NINE multi-gold award winning curation streams from @Deb Nystrom, REVELN delivered once a month via email, available for free here,via REVELN Tools.
        

        


Deb Nystrom, REVELN's insight:

McKinsey has featured some excellent stories and principles to take leader learning beyond the classroom with focused & clear strategies. ~ D

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Ivon Prefontaine's curator insight, April 2, 2014 12:57 AM

Context is important. This has been known for some time so it is not something new. The challenge is how do we change what goes on?

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17 Steps To Acquiring A New Skill Faster Than You Thought Possible

17 Steps To Acquiring A New Skill Faster Than You Thought Possible | Agile Learning | Scoop.it

Excited about learning a new skill?  17 strategies including approaches from a noted, rapid learning expert.


Excerpted, a curated, top level list 7 of the 17 strategies listed:



1. Deconstruct & Reverse Engineer

Break it down into little pieces and master an isolated portion. Ex: learning guitar, learn how to press down a chord pattern with your fingers first without even trying to strum the chord. Once you are able to change between a couple of chord patterns, then add the strumming.



2. Pareto Principle

20% work that will give you 80% of the results. Learning a language?  Do a quick search for “most commonly used French words” & learn these first.



5. Join a Group

You’ll learn from others [and] make progress together. 



8. F.O.C.U.S.

Follow one course until success! Simply focus on the one new skill at hand until you get it done.



10. Find a Mentor

Success leaves clues. …find an expert …to avoid…making the mistakes that they have made….the expert will fast-track your learning …have them personally walk you through what needs to be done. Reach out and send an email to them.



11. Sleep On It

Practice your new skill within 4 hours of going to sleep. Josh Kaufman is a noted rapid learning expert and tells us that any practice done within this time frame causes your brain to embed the learning more rapidly into its neural pathways. Your memory and motor-mechanics needed are ingrained at a quicker level.



12. The 20 Hour Rule

Along with that tip, Kaufman also suggests 20 as the magical number of hours to dedicate to learning the new skill. His reasoning is that everyone will hit a wall early on in the rapid learning stage and that “pre-committing” to 20 hours is a sure-fire way to push through that wall and acquire your new skill.

   

15. Ditch the Distractions  Ditch social media, and the temptation to check any email.   Before you ...practice, make sure whatever potential distractions are far from sight.

 

Related tools & posts by Deb:

     

  • Don't miss a thing by subscribing to Best of the Best news, taken from Deb's  NINE curation streams @Deb Nystrom, REVELN, featuring three gold award change-themed streams, shared once a month via email,  free here,via REVELN Tools.


Deb Nystrom, REVELN's insight:

It's a robust list with strategies that resonate.  Consider using learning strategies that you've used in the past successfully, adding perhaps 1-2 others to ramp up your learning speed & agility.   ~  D

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Create-Learning » Results vs. Process. Achieving Goals While Improving the Work

Create-Learning » Results vs. Process. Achieving Goals While Improving the Work | Agile Learning | Scoop.it

A video is listed that examines process, vs. problems with Management by Objectives (MBOs) - it's not all about results.  LEAN is about process.   ...Have PDCA, Plan-Do-Check-Act within the leadership team.


___________________
   
Most scoreboards are focused on results.  If we don't have the results we need, what are we going to do about it?

  

___________________
    


Most scoreboards are focused on results.  If we don't have the results we need, what are we going to do about it?


It's not about, like losing weight, measuring more frequently.   What processes do we need to consider?   ...MBO meetings would sometimes includes, "I don't care how you do it, just do it (get the numbers.]"


"Results without a process is luck. Process without results is waste. How are your processes driving the goals you work to achieve?"
 

The need to have people fall in love with the process of working to achieve goals as opposed to the goal itself will allow quick change and more innovation.
 

The goal is not and should not be ignored…the challenge is that the processes being used to achieve the goal need to be evaluated to ensure you are working to achieve the goal.

Deb Nystrom, REVELN's insight:

This timeline shows missing elements with problematic MBOs.  it's good to see this Knowledge Management piece on putting process & results together.

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David Hain's curator insight, February 3, 2014 2:46 AM

Nice matrix on intentional success.

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Adapting Executive Learning: How the Stanford D.School Inspired 'Scaling Up Excellence'

Adapting Executive Learning:  How the Stanford D.School Inspired 'Scaling Up Excellence' | Agile Learning | Scoop.it

A new perspective on change including: Creating Infectious Action, great experiential learning to inspire change, and Stanford's d.school.


______________

Scaling Up Excellence
 ....never would have been written without the healthy discomfort the d.school creates for both students and teachers.

______________


Stanford Biz School Professor Huggy Rao and I spent seven years working on Scaling Up Excellenceto be published in early February. The d.school and the book are deeply intertwined – it never would have been written without the healthy discomfort the d.school creates for both students and teachers.


In 2006 we moved into our first dedicated teaching space – a double-wide trailer on the Stanford campus. A big and often unruly gang of us taught a class that is now called Bootcamp for the first time that January.


...Over 20 people were on the teaching team for 60 students).  ...I was talking a lot (often over a glass of wine) with Stanford Business School colleague Huggy Rao — who had just arrived at Stanford...about the madness of the d.school, how our goal was to create great experiential learning.

    

  • Huggy, a design thinker at heart, immediately asked the “and” question “suppose we did an executive program that combined traditional classroom education in the mornings AND that hands on stuff you do at the d.school in the afternoons.”
  

Huggy convinced Stanford to take a risk on our crazy new program. ...We launched Customer-Focused Innovation in 2006...    30 or so executives gathered in a case style classroom at the Business School to discuss topics like leading innovation, strategy, marketing, and such.


Read more on this story here.


Related posts & tools by Deb:


      

            

         


 

Deb Nystrom, REVELN's insight:

This is a new millenium case study on how new models of learning develop in higher education, amidst hide-bound academe, inspiring executives who may bring in with them old patterns, yet are open to new modes of learning.


There is hopefulness for our own capacity for change in reading this adaptive learning story.  ~  Deb

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It doesn’t take 10,000 hours to learn a new skill. It takes 20. And here’s how…

It doesn’t take 10,000 hours to learn a new skill. It takes 20. And here’s how… | Agile Learning | Scoop.it

If you have 20 minutes, watch the video, it's worth it.


Via Kenneth Mikkelsen
Deb Nystrom, REVELN's insight:

The insights thanks to Kenneth Mikkelsen:  

1) Deconstruct the skill.

2)  Learn enough to self correct.

3) Remove barriers [and distractions.]

4) Practice - for at least 20 hours.


Practice could be greatly aided by group coaching and accountability partners, as well as good follow-on structure.


As a team, group coach and someone acquainted with peer learning circles, this reasonates.   ~  Deb

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Kenneth Mikkelsen's curator insight, November 20, 2013 10:18 AM

The path to learning:


  1. Deconstruct the skill. Decide what you actually want to be able to do.
  2. Learn enough to self correct. Learn just enough that you can actually tell when you’re making a mistake.
  3. Remove Practice Barriers: i.e. remove distractions, yes, like you, Internet.
  4. Practice at least 20 hours. Finally, yep, practice for 20 hours.


Estelblau's curator insight, November 20, 2013 1:27 PM

What's your opinion? Do you agree?

 

Deb Nystrom, REVELN's curator insight, November 25, 2013 11:11 AM

Here's a summary of the TEDx insights, thanks to Kenneth Mikkelsen:


1) Deconstruct the skill.
2) Learn enough to self correct.
3) Remove barriers [and distractions.]
4) Practice - for at least 20 hours.


Practice could be greatly aided by group coaching and accountability partners, as well as good follow-on structure.


As a team, group coach and someone acquainted with peer learning circles, this resonates.

From Agile Learning  ~ Deb

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Learning Design Perspectives: SAM and ADDIE

Learning Design Perspectives:  SAM and ADDIE | Agile Learning | Scoop.it

The author pointed says that no model (old or new) will prevent ‘boring, lifeless training.’   Can the [classic] ADDIE model be enhanced?  Absolutely. 

Excerpts:

The essential differences in these models, including what’s captured in Allen’s SAM process, is to make the model less linear and to include feedback loops within the process for regular look backs, particularly to the data from the analysis phase. 


The problem with these models, including SAM, is that they seem to require redundancy.  There are certainly instances when such redundancy is not necessary. 


... the ADDIE model was [not] designed to be a strictly linear process anyway...

[The author]  ...prefers this cyclic visualization of ADDIE to better show the interactions between the phases.


From the comments:  " Is SAM similar to Agile and ADDIE similar to Waterfall, as in software development?   

    

Related posts by Deb:
    

Messing up a Change Implementation with Someone Else’s Learning Culture?

     

Agile Leader Learning for Sustainable Change: Steps through Sharp Rocks

     

Co-Creation in Theory U: Leading from the Future as it Emerges & the Road to Commitment


Deb Nystrom, REVELN's insight:

This thoughtful article and  comments help in getting a perspective on any model past and present.  Commenter Karen offers that “pure Agile” approaches do not work for all projects.  She mentions  “AgileFall” as a combination of approaches.  

She also suggests that a combo of SAM and ADDIE will emerge, keeping ADDIE’s structure and proven methods while incorporating SAM’s iterative approach. ~  Deb

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On-demand Personalized Learning, Strategic and Agile

On-demand Personalized Learning, Strategic and Agile | Agile Learning | Scoop.it

Training content is moving beyond large courses, to semantically rich nuggets of information. Developers have created a whole host of specialized, next-generation performance-support apps that deliver personalized, bite-sized learning to employees at the moment-of-need on the device of their choice. But getting there is not easy.

by Dawn  Poulos : Learning Solutions Magazine


Related posts by Deb:


Choices for High Performance Teams, Groups and Psuedo-Teams: Achievement Is How You Say It!

    

Messing up a Change Implementation with Someone Else’s Learning Culture?

   

Agile Leader Learning for Sustainable Change: Steps through Sharp Rocks

Deb Nystrom, REVELN's insight:

Useful perspective on customized, personalized learning > trend watch useful.  ~  Deb

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MOOCs Revolutionize Corporate Learning and Development

MOOCs Revolutionize Corporate Learning and Development | Agile Learning | Scoop.it

McAfee turned its training around that both saved both time and produced more lucrative sales: ...an average of $500,000 per year in sales [attributed to] new training model.


Before Intel giant McAfee revamped its new-hire orientation, ...80 hours long [with] ... 40 hours of pre-work,, 5 days of on-site training, and ...post-...to be completed at home.


To fix its problem, McAfee turned to ....Massive Open Online Courses, or MOOCs...called “flipping the classroom” [where]...a majority of learning happens ...by giving students access to course materials and having them probe, discuss, and debate issues with fellow learners as well as the professor.


_________________________

Companies ...have to trust the learner ...incorporating more opportunities for peer reviews and peer-to-peer dialogues...

_________________________


...Can your company re-imagine the role of the learner? ...the learner takes on a role more expansive than ever before, acting as teacher, learner, and peer reviewer.


Companies ...have to trust the learner to do this,  by incorporating more opportunities for peer reviews and peer-to-peer dialogues into the course.


With that change, McAfee turned its training around in a way that both saved both time and produced more lucrative sales: its sales associates now attribute an average of $500,000 per year in sales to the skills they learned through the new training model. 


Three MOOC elements are particularly well-suited to corporate learning & development:  Semi-synchronicity  (cohorts ...[can] motivate each other as they go through the program),  course design (flipping the classroom), and credentials

    In a recent Future Workplace survey, completed by 195 corporate learning and HR professionals, 70 percent of respondents said they saw opportunities to integrate MOOCs into their own company’s learning programs. Even further, this sample of respondents made six recommendations for how MOOC providers could adapt to needs of corporations:


    Related posts by Deb:


       
       


    Deb Nystrom, REVELN's insight:

    This well-done piece by Jeanne Meister, highlights key elements of how MOOCs can turn around the stultifying aspects of corporate learning, well-illustrated through the McAfee example. 

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    Society for College and University Planning (SCUP)'s curator insight, August 21, 2013 12:49 PM

    Semi-synchronicity  (cohorts ...[can] motivate each other as they go through the program),  course design (flipping the classroom), and credentials.

    IanHelps's curator insight, August 26, 2013 9:19 AM

    MOOCs might be just what the corporate L&D world needs to reinvent itself. McAfee appears to be at the leading edge of this change